Relationship between dizziness and learning difficulties in schoolchildren: an integrative review

Abstract

Purpose: this study aims to verify the level of scientific evidence on the relationship between dizziness and academic achievement in childhood. Methods: the study was performed using the following search terms: dizziness, vertigo, child, learning, spelling, learning skills, academic skills, reading, and their correspondents in Portuguese in the following databases: PubMed, Scielo, LILACS and PsycINFO. Observational studies that examined the relationship between dizziness and academic achievement in childhood, published between 2007 and 2017, were included. Articles that did not allow access to the full text, and studies based on samples with motor, hearing, and cognitive disorders were excluded. Results: we initially found 315 articles and three met the established inclusion and exclusion criteria. These were scored according to the Newcastle-Ottawa Modified Scale with scores between 2 and 3 and as IIb according to the American Speech-Language Hearing Association levels of evidence and quality indicators. Conclusion: the results of this integrative review showed a low level of scientific evidence on the relationship between dizziness and academic achievement in childhood. It is important to emphasize the importance of improving study design to better understand their relationship, to allow provision of the best preventive, assessment, and intervention methods.

Evaluation of the Gamification Effectiveness of an Application for Reducing Dizziness Disability in Children

“…However, the number of published investigations is quite limited, which reveals some neglect of the suffering caused by dizziness in the child population [12]. The subjectivity of vestibular symptoms, the children's inability to characterize them and the difficulty in reporting such symptoms, lead to a difficulty in diagnosing vestibular function in this age group [13,14].…”